Susan Parks

Coping with On-the-Job Writing in ESL: A Constructivist- Semiotic Perspective.

Despite a long-standing interest within applied linguistics in the analysis of written genres, few studies have attempted to show how such genres are appropriated by new members in academic or workplace settings. Based on a 22-month qualitative study, this article reports on how francophone nurses, who were newly hired in an English-medium hospital in Montreal, Canada, developed skill in writing nursing notes (which differed from the way they were done in French) in English. Central to the analysis is the construct of mediation, explored in terms of how collaborative processes, both overt and covert, shape text production as well as other less visible, taken-for-granted aspects of the social context.

Professional Writing and the Role of Incidental Collaboration: Evidence from a Medical Setting

Abstract Despite a long-standing interest in the workplace, research that explores how employees working in a second language develop competence in written genres is scant. Drawing on a 22-month qualitative study, which involved francophone nurses employed in an English-medium hospital, the present article reports on how incidental collaboration played a significant role in enabling them to appropriate genre-specific language. Analysis revealed that interventions targeted three levels of text structure—linguistic, rhetorical, and informational. Although most interventions were initiated by the nurses themselves (self-initiated), colleagues also offered help (other-initiated). The pattern of interaction shows that nurses were most likely to interact with colleagues with whom they were linked in an official or semi-official capacity. The way in which more experienced colleagues provided support for new nurses and the nature of the support are discussed in relation to Lave and Wengers notion of legitimate peripheral participation and activity theory. It is further suggested that the role of the writing instructor within the workplace be reconceived to take into account the socioculturally embedded nature of writing.

Cooperative learning tasks in a Grade 6 intensive ESL class: Role of scaffolding:

Although a number of studies have investigated classroom-based peer interaction with adults and high school students, research pertaining to children in the elementary grades is scant. Drawing on sociocultural theory, the present study investigated how children in an intensive elementary level Grade 6 class for English as a second language (ESL) scaffolded each other while carrying out cooperative learning tasks. Interactions for two teams were analysed. As in the case of older learners, children were shown to be capable of engaging in linguistically oriented scaffolding. Although a variety of scaffolding strategies were in evidence, the two most frequently used pertained to request for assistance and other-correction. As in the Foster and Ohta (2005) study, the present analysis suggests that the strategies typically associated with negotiation of meaning within an interactionist perspective were rarely used. To explain how the children were orienting to the tasks, the importance of the classroom culture and the structure of the cooperative learning tasks were evoked.

Cooperative learning tasks in a Grade 6 intensive English as a second language class: turn-taking and degree of participation

With respect to cooperative learning, one aspect of particular interest to educators is its inclusive nature in terms of ensuring that all team members in group work are more or less equally involved in the task. Despite the inherent relevance for second language teaching, however, research is scant. To contribute to this area, the present study investigated the participation patterns of two heterogeneous groups of Grade 6 students in an intensive English as a second language (ESL) class in a Quebec school as they engaged in cooperative learning tasks. Results revealed that participation in tasks as measured by turn-taking was equally distributed amongst participants whose groups included learners of high, average and low proficiency. Results also showed that the ESL learners rarely resorted to French and thus appeared to be maximising opportunities to use the target language. Implications for classroom practice are discussed.